UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
Teacher’s Name: Mr. Michaud Lesson: 4 Facet: Empathy Grade Level: 11 & 12 Numbers of Days: 3 Topic: Using the Opposing Argument to Support One’s Own
PART I: Objectives
The students will understand that assessing the opposing opinion and using it to strengthen their own work is essential.
The students will know how the opposing argument can actually enhance one’s own.
The students will be able to consider the opposing opinion and use it to strengthen their work.
Product: ReadWriteThink
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment Common Core State Standards Content Area: English Grade level: 11 & 12 Domain: Writing Cluster: Production and Distribution of Writing Standard #5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Rationale: Through various class discussions and a debate the students will understand how understanding and using the opposing sides arguments to support one's own will strengthen the overall work.
Assessments Formative (Assessment for Learning): Section I – checking for understanding during instruction Binoculars: First, a seemingly non-relevant topic will be introduced and the students will write for a few minutes about it. Then, students will have time to discuss the topic with peers guided by a short list of questions. After which, students will write a journal entry talking about whether their view on the topic has changed and whether they were influenced by the discussions with others. Section II – timely feedback for products (self, peer, teacher)
The students will trade journal entries with each other and write questions or comments on things that jumped out to them or confused them.
The teacher will assess the summaries as well as the critiques and provide feedback.
Using a checklist students will asses their products to make sure that their argument is clear and organized. Using the same checklist as the students, the teacher will assess the product.
Summative (Assessment of Learning): ReadWriteThink (10 points): The students will have been divided into two large groups: each group representing one perspective in a class wide debate. Using Read and Write, students will create a strong outline showing they have investigated the topic and developed strategies for overcoming the perspective of the other side; doing so will preserve their ability to interpret and use opposing opinion in one's own work.
Integration Technology: Using ReadWriteThink the students will create an outline for the class-wide debate, outlining the various arguments. Content Areas: Social Studies- Creating well-supported papers and using pre-existing evidence and opinions to strengthen a work is essential for writing papers in all subjects. Specifically, in Social Studies, writing papers on social and political progression and other controversial topics.
Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction Circle the Sage will provide an opportunity for the "sages" to share their knowledge on the topic discussed in the TED Talk to their peers, then small groups of students will be formed consisting of one student from each sage, and they will share their newly gained knowledge. Ultimately, the class will share their discoveries and any disagreements will be debated. By using a Persuasion Map the students will be able to create clean, supported ideas. Section II – Groups and Roles for Product Using ReadWriteThink the students will individually create an outline for the debate, though the debate itself will be in groups.
Differentiated Instruction MI Strategies Verbal: Journal entries and product are written. Logic: The product will be held to a strictly organized format that will be explained and presented in full. Visual: The outline/organizer of the debate will help the students understand. Musical: Debate topic will be related to music, "e.g. Does Taylor Swift exploit her relationships for success?" Kinesthetic: Before the sample of a well-organized ReadWriteThink product is presented: students will be given sticky notes and told the topic and sequence of the sample and told to organize it in small groups. Intrapersonal: The “Rethink" section allows students to ponder a topic for themselves and make connections. Interpersonal: All students will have the chance to compare ideas and thoughts with other students. Naturalist: The topic introduced for Binoculars could be themed naturally e.g global warming.
Modifications/Accommodations From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students: Students, whom are absent over the course of the lesson, will be provided with a folder which contains all of the worksheets that the other students have already completed. The absent student will be responsible for getting the folder from me and for arranging times either after school or during my office hours to go over the lesson. Additionally, all notes will be provided on the class wiki. The student will then have one week to get any missing work back to me for full credit, if this deadline is not doable then the student is responsible for contacting me ahead of time; the student should be prepared to offer suggestions for when and how they will complete the work.
Extensions Type II technology: ReadWriteThink will provide the students access to several outlines and templates from which they may choose. Gifted Students: The teacher will individualize learning for all students. As the teacher assess the outlines s/he will play devil's advocate to entice and promote deeper investigations through probing questions.
Materials, Resources and Technology Laptops Projector Handout: "Assessing an Argument" Checklist for assessment
Pundit: introduces students to the topic of debate (3 minutes).
Introduce Activity: Provide Persuasion Maps to all students, they will assist the students in creating clean, supported ideas on the topic of the video (10 minutes).
Continuing Activity: Circle the Sage will provide an opportunity for the "sages" to share their knowledge on the topic discussed in the TED Talk to their peers, then small groups of students will be formed consisting of one student from each sage, and they will share their newly gained knowledge. Ultimately, the class will share their discoveries and any disagreements will be debated (25 minutes).
Brief Instructional Period: How to assess an argument (using handout "Assessing an Argument")(10 minutes).
Introduce Task: Students will complete a persuasion map for the topic they chose for this unit (Remainder of class).
Day Two: Debating II and Assessing Arguments (80 minutes)
Binoculars: Using a Binoculars lesson: First, a seemingly non-relevant topic will be introduced and the students will write for a few minutes about it. Then, students will have time to discuss the topic with peers guided by a short list of questions. After which, students will write a journal entry talking about whether their view on the topic has changed and whether they were influenced by the discussions with others. (20 minutes) Students will trade journal entries with each other and write questions or comments on things that jumped out to them or confused them (10 minutes). [Teacher will assess the summaries as well as the critiques and provide feedback] (30 minutes).
Pre-product Activity: Before the sample of a well-organized ReadWriteThink product is presented: students will be given sticky notes and told the topic and sequence of the sample and told to organize it in small groups (10 minutes).
Introduce ReadWriteThink/Product: Provide students with an example of the product; explain how to organize and read it. Finally, divide the class into halves and assign an issue; Using ReadWriteThink students will produce an outline for the debate presenting their sides' arguments and evidence of strategies to beat the other team (15 minutes).
Work Time: Groups will have time to work on their product. Teacher will walk between the groups assisting (Remainder of class).
Day Three: The Debate (80 minutes)
Introduction: Remind the students about the debate and product that will be due during class. Hand back journals from Binoculars activity (10 minutes).
More Work Time: Groups will have time to work on their product. Teacher will walk between the groups assisting (30 minutes).
Final Debate: Intro. to debate and instructions on how it will play-out. Provide checklist that the students will use to asses their own work. Using their product, each team will have 6 minutes to introduce their teams perspective/opening arguments. After both teams have gone, each team will be given 3 minutes to for their counterarguments. Finally, each team will have 3 minutes to conclude their arguments (35 minutes).
Students will understand that assessing the opposing opinion and using it to strengthen their own work is essential. Do you remember the last time you were trying to persuade someone of something and they stumped you? Well it's safe to say that if you can predict what they are gonna say before they do than that should never happen again. Having a strongly developed understanding of people is an extremely valuable skill, whether it be for college applications and essays or arguing with your mom. Standard #5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. The hook is a video on how to expertly argue/debate: the video is amusing and uses grade-appropriate language, while demonstrating on the ridiculous topic of disney princesses. Where, Why , What, Hook Tailors: Visual, verbal
The students will know how the opposing argument can actually enhance one’s own. Circle the Sage will provide an opportunity for the "sages" to share their knowledge on a topic to students, then small groups of students will be formed of one student from each sage and they will share their newly gained knowledge. Ultimately, the class will share their discoveries and any disagreements will be debated. A Persuasion Map will help the students develop clean and supported ideas for the discussion. By completing this activity the students will begin to acknowledge and interpret various opinions and ideas; naturally they will try to disprove an opposing ideas. After they participate in Binoculars (which will be naturally themed), the students will write a journal entry talking about whether their view on the topic has changed and whether they were influenced by the discussions with others. Then, the students will trade journal entries and write questions or comments on things that jumped out to them or confused them. Finally, the teacher will assess the summaries as well as the critiques and provide feedback. Equip, Explore, Rethink, Tailors: Interpersonal, intrapersonal, verbal, visual, logical, naturalist
Students will be able to produce an outline using ReadWriteThink for a class-wide debate (will be related to music). ReadWriteThink is a website that makes it possible to create various outlines simply. The students will have a checklist available to them stating and defining the various aspects of a debate, they will assess themselves; the teacher will use the same checklist to review the product and provide any feedback or assistance. In class, the students will have a lot minutes to start their product, while they are working the teacher should be moving from group to group, student to student, making sure they are on task and understanding. Throughout the course of the unit the students will need to apply this newly established skill to their own persuasive pieces. Explore, Experience, Revise, Refine, Tailors: Visual, logical, interpersonal, interpersonal, musical.
Students will self-asses using a checklist available to them stating and defining the various aspects of a debate. Using the same checklist the teacher will make comments and provide feedback as needed to ensure understanding. Understanding how to assess the opposing argument and using it to assist oneself is a mere stepping stone to the overall unit, yet without this understanding the persuasive essays would seem extremely underdeveloped. Evaluate, Tailors: Verbal, logical, intrapersonal.
Content Notes Student will know how the opposing argument can actually enhance one’s own.
After learning about the rhetorical situation of a source, read its argument critically. (If it is book-length, look at the introduction, conclusion, and one essential chapter.) Just as you close-read a literary passage by breaking it down into smaller parts, you analyze an argument by examining elements of its form and manner of presentation. Consider what the author states and how she or he states it.
Be alert to biases
Is the purpose of the argument to inform, or to advocate?
Does the author or publisher have political leanings or religious views that affect the argument they make? For example, is the author or publisher associated with a special-interest group, such as Greenpeace or the National Rifle Association, that might see only one side of an issue?
How fairly does the source treat opposing views? Does it over-generalize and attack them, or does it engage them respectfully?
In what ways does the bias of the source limit its usefulness for your research question?
Assess the argument
What is the author’s central thesis?
What is the basic structure of the argument for the thesis? Are there any logical fallacies in the structure?
What assumptions does the argument make? Are any of the author’s assumptions questionable?
What counts as evidence for the argument? Is the evidence current? Is it accurately presented and interpreted? Is it relevant? Does the source have the expertise to handle the evidence fairly?
Does the author consider opposing arguments fairly and refute them persuasively?
Finally, you want to ask yourself how you might use the source. Is the evidence useful, relevant, and accurately reported? Or does the article provide an example of a point of view you want to discuss? How might the source be used to provide evidence for and/or to contextualize your argument?
Handouts Persuasion Map Student Sample Checklist for assessment “Assessing an Argument”
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Learning Styles Clipboard: Clear and specific instructions will be provided. Additionally, students will be taught and guided through the developmental processes that will lead up to the product. Microscope: The students will have the opportunity to investigate a topic for debate; the deeper they delve into their topic the more prepared and effective they will be. Puppy: All students will be provided with a comfortable, open, and friendly environment. Furthermore, students will be encouraged to share and express through thought provoking activities and discussions. Beach Ball: There is a wide range of activities and work that each student will accomplish, both individually and in groups. Furthermore, the assignments are all very open-ended so the student may do with it what they desire. Rationale: In this lesson all learning styles have been taken into account; thus, in theory, a comfortable and stimulating environment will be produced. Additionally, students will have the opportunities to gain from all learning styles as they will see and experience them. Regardless of learning style, each and every students will be provided for in this lesson.
Standard 6 -Assessment.The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learner's decision making. Formative:
Byusing a Binoculars activity the students will have a chance to investigate and apply their own knowledge to a topic as a way to find any relevance within it.
Both group and individual activities will be incorporated into the lesson.
Summative: Using ReadWriteThink students will produce an outline for the debate presenting their sides' arguments and evidence of strategies to "outsmart" the other team. Rationale: Using the above techniques will allow the teacher to review and assess student understanding in a practical way. Furthermore, it will prevent students from cracking under the pressure of "this is a test", rather they will be applying the information in a natural way.
Standard 7 - Planning Instruction.The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Content Knowledge: (See Content Notes) Common Core State Standards Facet: Empathy- By considering the/ accounting for the opposing opinion the author can address it before any uncertainty arises. Rationale: Now that the students' papers are starting to truly take on a form of their own, the students should start considering how they are going to address any opposing arguments.
Standard 8 -Instructional Strategies.The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. MI Strategies Verbal: Journal entries and product are written. Logic: The product will be held to a strictly organized format that will be explained and presented in full. Visual: The outline/organizer of the debate will help the students understand. Musical: Debate topic will be related to music, "e.g. Does Taylor Swift exploit her relationships for success?" Kinesthetic: Before the sample of a well-organized ReadWriteThink product is presented: students will be given sticky notes and told the topic and sequence of the sample and told to organize it in small groups. Intrapersonal: The “Rethink" section allows students to ponder a topic for themselves and make connections. Interpersonal: All students will have the chance to compare ideas and thoughts with other students. Naturalist: The topic introduced for Binoculars could be themed naturally e.g global warming. Type II Technology: Using ReadWriteThink the students will have access to instantaneous outlining tools that will assist them in developing their teams argument. Rationale: This lesson includes various instructional methods to meet the needs of all the multiple intelligences, while incorporating the opportunity for technological growth.
NETS STANDARDS FOR TEACHERS 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments Rationale: B- By engaging in a real-world debate and using ReadWriteThink to create a physical representation of it, the students are modeling how understanding and using the opposing sides' debate to strengthen his/her own work is effective.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching Rationale: D- The summative assessment is a class-wide debate and the students will be able to assess and learn from the use of ReadWriteThink, which they will use to create a physical representation of the the debate.
UNIVERSITY OF MAINE AT FARMINGTON
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
Teacher’s Name: Mr. Michaud Lesson: 4 Facet: Empathy
Grade Level: 11 & 12 Numbers of Days: 3
Topic: Using the Opposing Argument to Support One’s Own
PART I:
Objectives
- The students will understand that assessing the opposing opinion and using it to strengthen their own work is essential.
- The students will know how the opposing argument can actually enhance one’s own.
- The students will be able to consider the opposing opinion and use it to strengthen their work.
Product: ReadWriteThinkMaine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Common Core State Standards
Content Area: English
Grade level: 11 & 12
Domain: Writing
Cluster: Production and Distribution of Writing
Standard #5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Rationale: Through various class discussions and a debate the students will understand how understanding and using the opposing sides arguments to support one's own will strengthen the overall work.
Assessments
Formative (Assessment for Learning):
Section I – checking for understanding during instruction
Binoculars: First, a seemingly non-relevant topic will be introduced and the students will write for a few minutes about it. Then, students will have time to discuss the topic with peers guided by a short list of questions. After which, students will write a journal entry talking about whether their view on the topic has changed and whether they were influenced by the discussions with others.
Section II – timely feedback for products (self, peer, teacher)
Summative (Assessment of Learning):
ReadWriteThink (10 points): The students will have been divided into two large groups: each group representing one perspective in a class wide debate. Using Read and Write, students will create a strong outline showing they have investigated the topic and developed strategies for overcoming the perspective of the other side; doing so will preserve their ability to interpret and use opposing opinion in one's own work.
Integration
Technology: Using ReadWriteThink the students will create an outline for the class-wide debate, outlining the various arguments.
Content Areas: Social Studies- Creating well-supported papers and using pre-existing evidence and opinions to strengthen a work is essential for writing papers in all subjects. Specifically, in Social Studies, writing papers on social and political progression and other controversial topics.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Circle the Sage will provide an opportunity for the "sages" to share their knowledge on the topic discussed in the TED Talk to their peers, then small groups of students will be formed consisting of one student from each sage, and they will share their newly gained knowledge. Ultimately, the class will share their discoveries and any disagreements will be debated. By using a Persuasion Map the students will be able to create clean, supported ideas.
Section II – Groups and Roles for Product
Using ReadWriteThink the students will individually create an outline for the debate, though the debate itself will be in groups.
Differentiated Instruction
MI Strategies
Verbal: Journal entries and product are written.
Logic: The product will be held to a strictly organized format that will be explained and presented in full.
Visual: The outline/organizer of the debate will help the students understand.
Musical: Debate topic will be related to music, "e.g. Does Taylor Swift exploit her relationships for success?"
Kinesthetic: Before the sample of a well-organized ReadWriteThink product is presented: students will be given sticky notes and told the topic and sequence of the sample and told to organize it in small groups.
Intrapersonal: The “Rethink" section allows students to ponder a topic for themselves and make connections.
Interpersonal: All students will have the chance to compare ideas and thoughts with other students.
Naturalist: The topic introduced for Binoculars could be themed naturally e.g global warming.
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students: Students, whom are absent over the course of the lesson, will be provided with a folder which contains all of the worksheets that the other students have already completed. The absent student will be responsible for getting the folder from me and for arranging times either after school or during my office hours to go over the lesson. Additionally, all notes will be provided on the class wiki. The student will then have one week to get any missing work back to me for full credit, if this deadline is not doable then the student is responsible for contacting me ahead of time; the student should be prepared to offer suggestions for when and how they will complete the work.
Extensions
Type II technology: ReadWriteThink will provide the students access to several outlines and templates from which they may choose.
Gifted Students: The teacher will individualize learning for all students. As the teacher assess the outlines s/he will play devil's advocate to entice and promote deeper investigations through probing questions.
Materials, Resources and Technology
Laptops
Projector
Handout: "Assessing an Argument"
Checklist for assessment
Source for Lesson Plan and Research
http://www.youtube.com/watch?v=1aJ2um8-eLgHow to Argue Like a Pundit: introduces students to the topic of debate.
http://www.ted.com/talks/michael_sandel_the_lost_art_of_democratic_debate.html The Lost Art of the Democratic Debate (TED Talk): introduces students to a well-constructed and presented debate on the actual topic of debate etiquette.
http://www.eduplace.com/graphicorganizer/pdf/persuasion.pdfPersuasion Map: This will assist the students in creating clean, supported ideas.
http://gsi.berkeley.edu/teachingguide/writing/research-argument.htmlAssessing an Argument: introduce students to how to assess arguments.
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan)
Room Arrangement: Classroom will be in a large discussion-promoting circle.
Day One: Introduction to Debate (80 minutes)
- Hook: http://www.youtube.com/watch?v=1aJ2um8-eLg How to Argue Like a
Pundit: introduces students to the topic of debate (3 minutes).Day Two: Debating II and Assessing Arguments (80 minutes)
Day Three: The Debate (80 minutes)
Students will understand that assessing the opposing opinion and using it to strengthen their own work is essential. Do you remember the last time you were trying to persuade someone of something and they stumped you? Well it's safe to say that if you can predict what they are gonna say before they do than that should never happen again. Having a strongly developed understanding of people is an extremely valuable skill, whether it be for college applications and essays or arguing with your mom. Standard #5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. The hook is a video on how to expertly argue/debate: the video is amusing and uses grade-appropriate language, while demonstrating on the ridiculous topic of disney princesses.
Where, Why , What, Hook Tailors: Visual, verbal
The students will know how the opposing argument can actually enhance one’s own. Circle the Sage will provide an opportunity for the "sages" to share their knowledge on a topic to students, then small groups of students will be formed of one student from each sage and they will share their newly gained knowledge. Ultimately, the class will share their discoveries and any disagreements will be debated. A Persuasion Map will help the students develop clean and supported ideas for the discussion. By completing this activity the students will begin to acknowledge and interpret various opinions and ideas; naturally they will try to disprove an opposing ideas. After they participate in Binoculars (which will be naturally themed), the students will write a journal entry talking about whether their view on the topic has changed and whether they were influenced by the discussions with others. Then, the students will trade journal entries and write questions or comments on things that jumped out to them or confused them. Finally, the teacher will assess the summaries as well as the critiques and provide feedback.
Equip, Explore, Rethink, Tailors: Interpersonal, intrapersonal, verbal, visual, logical, naturalist
Students will be able to produce an outline using ReadWriteThink for a class-wide debate (will be related to music). ReadWriteThink is a website that makes it possible to create various outlines simply. The students will have a checklist available to them stating and defining the various aspects of a debate, they will assess themselves; the teacher will use the same checklist to review the product and provide any feedback or assistance. In class, the students will have a lot minutes to start their product, while they are working the teacher should be moving from group to group, student to student, making sure they are on task and understanding. Throughout the course of the unit the students will need to apply this newly established skill to their own persuasive pieces.
Explore, Experience, Revise, Refine, Tailors: Visual, logical, interpersonal, interpersonal, musical.
Students will self-asses using a checklist available to them stating and defining the various aspects of a debate. Using the same checklist the teacher will make comments and provide feedback as needed to ensure understanding. Understanding how to assess the opposing argument and using it to assist oneself is a mere stepping stone to the overall unit, yet without this understanding the persuasive essays would seem extremely underdeveloped.
Evaluate, Tailors: Verbal, logical, intrapersonal.
Content Notes
Student will know how the opposing argument can actually enhance one’s own.
After learning about the rhetorical situation of a source, read its argument critically. (If it is book-length, look at the introduction, conclusion, and one essential chapter.) Just as you close-read a literary passage by breaking it down into smaller parts, you analyze an argument by examining elements of its form and manner of presentation. Consider what the author states and how she or he states it.
Be alert to biases
Assess the argument
Finally, you want to ask yourself how you might use the source. Is the evidence useful, relevant, and accurately reported? Or does the article provide an example of a point of view you want to discuss? How might the source be used to provide evidence for and/or to contextualize your argument?
http://gsi.berkeley.edu/teachingguide/writing/research-argument.html
Handouts
Persuasion Map
Student Sample
Checklist for assessment
“Assessing an Argument”
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: Clear and specific instructions will be provided. Additionally, students will be taught and guided through the developmental processes that will lead up to the product.
Microscope: The students will have the opportunity to investigate a topic for debate; the deeper they delve into their topic the more prepared and effective they will be.
Puppy: All students will be provided with a comfortable, open, and friendly environment. Furthermore, students will be encouraged to share and express through thought provoking activities and discussions.
Beach Ball: There is a wide range of activities and work that each student will accomplish, both individually and in groups. Furthermore, the assignments are all very open-ended so the student may do with it what they desire.
Rationale: In this lesson all learning styles have been taken into account; thus, in theory, a comfortable and stimulating environment will be produced. Additionally, students will have the opportunities to gain from all learning styles as they will see and experience them. Regardless of learning style, each and every students will be provided for in this lesson.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
- Byusing a Binoculars activity the students will have a chance to investigate and apply their own knowledge to a topic as a way to find any relevance within it.
- Both group and individual activities will be incorporated into the lesson.
Summative: Using ReadWriteThink students will produce an outline for the debate presenting their sides' arguments and evidence of strategies to "outsmart" the other team.Rationale: Using the above techniques will allow the teacher to review and assess student understanding in a practical way. Furthermore, it will prevent students from cracking under the pressure of "this is a test", rather they will be applying the information in a natural way.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge: (See Content Notes)
Common Core State Standards
Facet: Empathy- By considering the/ accounting for the opposing opinion the author can address it before any uncertainty arises.
Rationale: Now that the students' papers are starting to truly take on a form of their own, the students should start considering how they are going to address any opposing arguments.
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies
Verbal: Journal entries and product are written.
Logic: The product will be held to a strictly organized format that will be explained and presented in full.
Visual: The outline/organizer of the debate will help the students understand.
Musical: Debate topic will be related to music, "e.g. Does Taylor Swift exploit her relationships for success?"
Kinesthetic: Before the sample of a well-organized ReadWriteThink product is presented: students will be given sticky notes and told the topic and sequence of the sample and told to organize it in small groups.
Intrapersonal: The “Rethink" section allows students to ponder a topic for themselves and make connections.
Interpersonal: All students will have the chance to compare ideas and thoughts with other students.
Naturalist: The topic introduced for Binoculars could be themed naturally e.g global warming.
Type II Technology: Using ReadWriteThink the students will have access to instantaneous outlining tools that will assist them in developing their teams argument.
Rationale: This lesson includes various instructional methods to meet the needs of all the multiple intelligences, while incorporating the opportunity for technological growth.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: B- By engaging in a real-world debate and using ReadWriteThink to create a physical representation of it, the students are modeling how understanding and using the opposing sides' debate to strengthen his/her own work is effective.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: D- The summative assessment is a class-wide debate and the students will be able to assess and learn from the use of ReadWriteThink, which they will use to create a physical representation of the the debate.